The Effect of Teaching and Learning Strategies on Conceptual and Attitudinal Change of Gifted Primary Students

Abstract

This study investigated the effectiveness of teaching and learning strategies in bringing about conceptual growth and attitudinal change in gifted upper primary students. The research adopted a quasi-experimental design to compare two types of learning cycle instructions for a basic electronics course. The research concluded that three-phase learning cycles were effective in maintaining students’ high level attitudes and interest in science, but there were no statistically significant differences in conceptual understanding between the two cycles.